SAGE Directions in Educational Psychology

Five-Volume Set
ISBN: 978-0-85702-178-6
Verlag: SAGE Publications Ltd

Buch, Englisch, 2064 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 3972 g

Reihe: SAGE Library of Educational Thought & Practice

Educational psychology is a broad field characterized by the study of individuals in educational settings and how they develop and learn. It incorporates information from such sub-disciplines such as developmental psychology, human development across the life span, curriculum and instruction, motivation, and measurement and assessment. Neil Salkind has mined the rich and extensive backlist of SAGE education and psychology journals to pull together a collection of almost 100 articles to be the definitive research resource on education psychology. Section One: Human Growth and Development focuses on the processes involved in human growth and development including ages and stages of development, different theoretical perspectives and the role and effectiveness of early intervention among other topics. Section Two: Cognition, Learning and Instruction concentrates on the mechanisms, through which individuals learn and retain information. Section Three: Motivation explores why individuals seek out goals and what the mechanisms are that characterize this search as it relates to learning. Section Four: Measurement, Assessment and Statistics looks at the topics that are critical to understanding individual differences, the growth in the use of computers as assessment tools, qualitative and quantitative methods, statistical techniques and evaluation.

Autoren/Hrsg.

Salkind, Neil J.

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie

Inhaltsverzeichnis

SECTION 1: HUMAN DEVELOPMENT
Aging and Human Performance - Neil Charness
Violence and Human Development - Elton Mcneil
The Life-Course and Human Development: An ecological perspective - Glen Elder, Jr and Richard Rockwell
The Family Conference: The social control of human development - David Buckholdt
From Childhood to the Later Years: Pathways of human development - Robert Crosnoe and Glen Elder, Jr
The Developmental Niche: A conceptualization at the interface of child and culture - Charles Super and Sara Harkness
Conceptualizing Adult Development - Calvin Settlage, John Curtis, Marjorie Lozoff, Milton Lozoff, George Silberschatz and Earl Simburg
Early Child Care and Children's Development Prior to School Entry: Results from the NICHD study of early child care - NICHD Early Child Care Research Network
A developmental approach to language acquisition: two case studies - Michael Bamberg, Nancy Budwig and Bernard Kaplan
Promoting Positive Youth Development: New directions in developmental theory, methods, and research - William Kurtines, Laura Ferrer-Wreder, Steven Berman, Carolyn Cass Lorente, Wendy Silverman and Marilyn Montgomery
Children Have More Need of Models Than Critics: Early language experience and brain development - Travis Thompson
Development: Transfer of technology, transfer of culture - Jacques Binet and Jeanne Ferguson
The Clinical Study and Treatment of Normal and Abnormal Development: A psychological clinic - Lightner Witmer
Self-Motivation for Academic Attainment: The role of self-efficacy beliefs and personal goal setting - Barry Zimmerman, Albert Bandura and Manuel Martinez-Pons
The Dangerous and the Good? Developmentalism, Progress, and Public Schooling - Bernadette Baker
The Scientific Humanism of G. Stanley Hall - Donald Meyer
Growing Old - or Older and Growing - Carl Rogers
Maturational Timing and the Development of Problem Behavior: Longitudinal studies in adolescence - Rainer Silbereisen, Anne Petersen, Helfried Albrecht and Bärbel Kracke
Motor Development as Foundation and Future of Developmental Psychology - Esther Thelen
Physical Growth - Kai Jensen
Mental Development During the Preadolescent and Adolescent Periods - Gordon Hendrickson
Human Intelligence: An introduction to advances in theory and research - David Lohman
SECTION 2: COGNITION, LEARNING AND INSTRUCTION
Making Sense of Curriculum Evaluation: Continuities and discontinuities in an educational idea - David Hamilton
Psychology of Learning Environments: Behavioral, structural, or perceptual? - Herbert Walberg
Thought and Two Languages: The impact of bilingualism on cognitive development - Rafael Diaz
Components of a Psychology of Instruction: Toward a science of design - Robert Glaser
The Emergence of Cognitive Psychology - Robert Holt
The Advancement of Learning - Ann Brown
Paradigms of Knowledge and Instruction - Sylvia Farnham-Diggory
Health Promotion by Social Cognitive Means - Albert Bandura
Models of the Learner - Jerome Bruner
Child's Talk: Learning to use language - Jerome Bruner
The Reflexivity of Cognitive Science: The scientist as model of human nature - Jamie Cohen-Cole
History, Culture, Learning, and Development - Patricia Greenfield, Ashley Maynard and Carla Childs
Biology and Cognition - Jean Piaget and Martin Faigel
Neural Bases of Intelligence and Training - Mark Rosenzweig
Human Intelligence: An introduction to advances in theory and research - David Lohman
Cognitive Demands of New Technologies and the Implications for Learning Theory - Richard Torraco
Cognitive Conceptions of Learning - Thomas Shuell
Meaning in Complex Learning - Ronald Johnson
Phases of Meaningful Learning - Thomas Shuell
Growth, Development, Learning, and Maturation as Factors in Curriculum and Teachin

Über Autor(innen)

Salkind, Neil J.
Neil J. Salkind received his PhD in human development from the University of Maryland, and after teaching for 35 years at the University of Kansas, he was Professor Emeritus in the Department of Psychology and Research in Education, where he collaborated with colleagues and work with students. His early interests were in the area of children’s cognitive development, and after research in the areas of cognitive style and (what was then known as) hyperactivity, he was a postdoctoral fellow at the University of North Carolina’s Bush Center for Child and Family Policy. His work then changed direction to focus on child and family policy, specifically the impact of alternative forms of public support on various child and family outcomes. He delivered more than 150 professional papers and presentations; written more than 100 trade and textbooks; and is the author of Statistics for People Who (Think They) Hate Statistics (SAGE), Theories of Human Development (SAGE), and Exploring Research (Prentice Hall). He has edited several encyclopedias, including the Encyclopedia of Human Development, the Encyclopedia of Measurement and Statistics, and the Encyclopedia of Research Design. He was editor of Child Development Abstracts and Bibliography for 13 years. He lived in Lawrence, Kansas, where he liked to read, swim with the River City Sharks, work as the proprietor and sole employee of big boy press, bake brownies (see www.statisticsforpeople.com for the recipe), and poke around old Volvos and old houses.